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STATE  OF  NEW  JERSEY 
DEPARTMENT  OF  PUBLIC  INSTRUCTION 

TRENTON 


Agriculture  in  New  Jersey  Schools.  How  May 
it  be  Introduced? 


niong  these  are 

White  Potato  Growing/’  “Sweet  Potato  Growing, 


I.  EI.KME.NTARY  SCHOOLS. 

The  Department  of  Publi<i  Instruction  has  published  a bulletin 
/ailed  “A  Plan  for  the  Introduction  of  the  Teaching  of  Elemen- 
/iry  Agriculture.”  This  bulletin  gives  specific  directions  and 
Ilians  for  the  introduction  of  the  study  of  agriculture  in  the 
>th,  yth  and  8th  grades.  It  also  suggests  subjects  for  study 
ind  work,  and  methods  of  rating  the  agricultural  work  of 
•-chools  adopting  the  plan.  This  introductory  bulletin  is  supple- 
ented  by  certain  pamphlets  which  give  specific  directions  in 
articular  projectSi  which  may  be  carried  on  'by  various  schools. 

'Corn  Growing,”  “Vegetable  Gardening,” 

Toultry 

aismg ' and  “Trees  and  Forests.”  The  Department  of  Public 
nstruction  is  also  ready  tO'  work  out  a plan  for  any  subject  in 
\diich  any  particular  school  may  be  interested  and  for  which  a 
'>ecial  bulletin  has  not  been  prepared.  The  work  planned  for 
lementary  schools  is  placed  on  as  practical  a basis  as  possible 
nd  school  districts  have  the  power  to  introduce  work  in  agri- 
culture as  a required  part  of  the  regular  school  activities. 

State  Aid  for  Blementary  Agricultural  Work. — When  intro- 
uced  as  a part  of  regular  school  activities,  no  special  State 
'd  is  provided.  When  a special  course  is  planned  and  a special 
acher  is  hired  to  carry  on  the  work  with  a definite  group  or 
roups  of  pupils  and  the  course  of  study  has  been  approved  by 
le  State  Board  of  Education,  the  district  is  entitled  to  State 
d under  the  Manual  Training  Law.  (See  Article  22  of  the 
ew  Jersey  School  Law.)  This  law  provides  that  whenever  a 
’strict  raises,  by  special  tax  or  by  subscription,  or  both,  a sum 
It  less  than  $2501,  that  a like  amount  shall  be  provided  by  the 
tate  for  the  purpose  of  carrying  on  industrial  education,  or 
.iianual  training.  Definite  project  work  in  agriculture  comes 
under  this  law.  School  districts  may,  therefore,  provide  a special 
teacher  of  agriculture  for  the  elementary  schools,  or  may  pro- 
vide a special  teacher  or  supervisor  of  vacation  activities. 


2 


II.  HIGH  SCHOOLS. 

Any  high  school  may  introduce  subjects  from  the  field  of 
agriculture  as  a part  of  the  regular  program  of  high  school 
studies.  Such  work  is  usually  divided  into  specific  subjects  which 
bear  directly  upon  agricultural  work  and  are  for  the  most  part 
connected  with  the  science  work  of  the  schools.  Among  the 
subjects  possible  are  elementary  agriculture  (a  study  of  some 
elementary  text  in  agriculture),  animal  husbandry,  agricultural 
chemistry,  agricultural  physics,  fruit  growing,  field  crops,  horti- 
culture, farm  accounts,  farm  management,  etc.  Attention  is 
called  to  the  fact,  however,  that  when  this  subject  is  introduced 
into  a high  school  it  is  necessary  to  secure  a teacher  who  is  both 
legally  and  professionally  qualified  to  do  this  work.  In  agri- 
cultural science,  a teacher  who  has  had  no  agricultural  experience 
usually  fails  to  do  satisfactory  work.  It  is  hoped  that  most 
of  the  high  schools  in  rural  communities  will  introduce  one  or 
more  subjects  of  agricultural  study  within  a short  time. 

State  Aid. — The  State  gives  a quota  from  $200  to  $400^  to 
each  high  school  teacher,  depending  upon  the  length  of  the 
high  school  course,  and  the  work  in  agriculture,  when  approved 
by  the  State  Board  of  Education,  may  be  incorporated  into  any 
high  school  course  and  the  district  will  be  assigned  quotas  for 
the  work  of  teachers  of  agriculture.  (See  Article  17,  paragraph 
205,  of  the  School  Laws  of  New  Jersey  and  the  bulletin  issued 
by  the  Department  of  Public  Instruction,  High  School  Series 
No.  I,  “A  Manual  for  High  Schools.”)  Under  the  provisions 
of  the  Manual  Training  Law,  described  above  under  “Elemen- 
tary Schools,”  any  high  school  may  establish  practical  work  in 
agriculture  which  may  receive  State  aid.  If  high  school  work 
is  established  under  Article  22  of  the  New  Jersey  School  Law 
(Manual  Training  Law),  the  course  of  study  must  be  approved 
by  the  State  Board  of  Education  and  the  district  must  show  that 
it  has  facilities  for  definite,  concrete  work  in  agricultural  pro- 
jects. 

III.  VOCATIONAL  SCHOOLS. 

Under  the  provisions  of  Chapter  294  of  the  New  Jersey  Laws 
for  1913,  any  present  district,  any  union  of  two  or  more  present 
districts,  or  any  county,  may  organize  work  in  vocational  agri- 
culture. 

A vocational  agricultural  school  is  a school,  or  a department 
in  a school,  under  a special  teacher  or  teachers  where  agricultural 
subjects  with  agricultural  projects  form  the  greater  part  of  the 


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prog-rani  of  studies.  These  subjects  of  study  should  be  connected 
with  (lehnite  projects  which  are  worked  out  on  the  home  farm 
under  the  supervision  of  the  special  teacher,  or  teachers.  The 
, ^ State  Board  of  Education  is  ready  to  . consider  the  approval  of 
any  definite  scheme'  for  providing  a vocational  training  for  ap- 
j ■■  prentice  farmers  in  any  one  of  the  districts  mentioned  above. 
A few  of  the  plans  suggested  are  as  follows : 

I.  Vocational  Agricultural  Department,  which  shall  employ  a 
teacher  for  the  year  around,  who  shall  give  definite  instruction 
to  a group  of  boys  during  the  winter  months  and  supervise  their 
work  on  the  homes  farm  during  the  summer. 

' 2.  A definite  winter  term  for  the  instruction  of  boys  who 

cannot  attend  the  regular  high  schools. 

3.  Definite  expert  supervision  of  agricultural  projects  carried 
on  on  the  home  farms  during  the  summer  months,  supplemented 
by  occasional  meetings  of  pupils  with  the  teacher. 

4.  Short  unit  courses  which  provide  definite  instruction  in 
any  one  of  the  topics  which  are  of  value  to  a group  of  farmers 

f in  any  community.  The  number  of  such  short  unit  courses  which 
can  be  given  with  profit  is  very  large.  For  example,  courses 
might  be  given  in  the  judging  of  cattle,  testing  of  milk,  balanced 
i rations,  plant  diseases,  small  fruits,  poultry  raising,  etc.  These 
short  unit  courses  can  be  given  in  a series  of  five  to  twenty-five 
lessons,  depending  upon  the  character  of  the  subject  to  be  taught. 

Particular  attention  is  called  to  the  fact  that  it  is  not  necessary 

Jto  have  an  experimental  farm,  equipment  of  building  and  tools, 
to  carry  on  an  agricultural  school  or  department  as  indicated 
above.  The  laboratory  is  the  home  farmi  and  practical  experience 
in  the  art  of  farming  is  gained  by  the  students  in  definite  projects 
of  some  financial  importance. 

Among  the  advantages  offered  by  vocational  work  in  agri- 
( culture  are  the  following: 

(a)  Provides  definite  school  work  for  boys  who  cannot  attend 
sessions  of  the  regular  elementary  or  high  schools. 

(b)  Interests  boys  in  financial  projects  which  make  them 
I partially  self-supporting. 

(c)  Provides  opportunities  for  boys  to  secure  practice  in  the 
art  of  farming. 

(d)  Gives  scientific  instruction  and  thereby  increases  earning 
capacities. 

^ I (e)  Provides  expert  assistance  for  farmers  of  all  ages. 

T As  provided  in  the  Vocational  School  Law,  Chapter  294,  Laws 
, of  1913,  a County  Board  of  Education  may  be  organized  for  the 
purpose  of  carrying  on  a County  Vocational  School.  The  De- 
partment of  Public  Instruction  believes  that  County  Boards  of 


4 


Education  can  be  of  great  assistance  in  establishing  and  en- 
couraging vocational  education  in  rural  communities.  It  is  hoped 
that  many  of  the  counties  may  appoint  .County  Boards  of  Edu- 
cation. 

Such  County  Boards  of  Education  need  not  go  to  any  great 
expense  in  connection  with  the  work,  unless  the  necessity  de- 
veolped  from  a small  beginning  should  warrant  it.  Such  County 
Boards  of  Education  miight  at  the  beginning  perform;  the  func- 
tions of  a committee  appointed  to  study  the  vocational  needs, 
of  a county  and  begin  the  work  at  the  best  point  of  attack.  This 
might  be  the  appointment  of  a man  to  supervise  home  farm 
project  work,  or  the  organization  of  short  unit  courses.  The: 
work  of  the  County  Vocational  School  does  not  of  necessity 
have  tO'  be  in  a separate  building.  Various  communities  in  the 
county  might  offer  rooms  in  which  instruction  can  be  given,.  It 
is  believed  that  several  of  the  counties  offer  unusual  opportunities, 
for  agricultural  vocational  work  for  boys  and  that  in  connec- 
tion with  this  that  there  can  also  be  organized  household  arts 
work  for  girls.  'County  Boards  of  Education  are  appointed  by 
the  Judge  of  the  Court  of  Common  Pleas  in  any  county. 

State  Aid. — Under  the  provisions  of  Chapter  294,  State  aid 
to  the  extent  of  one-half  the  maintenance  and  equipment  will 
be  provided  to  any  district,  union  of  districts,  or  county  which 
organizes  a vocational  school  or  department.  (See  Bulletin  No. 
I,  State  Aided  Vocational  Schools.)  It  will  be  observed  that 
there  is  no  minimumi  amount  of  State  aid  contemplated  in  the 
law.  The  Department  of  Public  Instruction  and  the  S'tate  Board 
of  Education  is  ready  to  consider  for  approval  any  beginning  of 
vocational  agricultural  education. 


CONCLUSION. 

A representative  of  the  Department  of  Public  Instruction  will 
be  glad  to  meet  with  any  local  Board  of'  Education  or  Board 
of  Freeholders  for  a conference,  or  series  of  conferences,  at 
which  shall  be  discussed  definite  methods  for  introducing  any 
one  of  the  forms  of  agricultural  education  suggested  above. 

Lewis  H.  C arris. 

Assistant  Commissioner  of  Education. 

In  Charge  of  Industrial  Education, 
Approved  Jan.  27,  1914.  Including  Agricidture. 

Calvin  N.  Kendall, 

Commissioner  of  Education. 


